Which of the following is NOT an example of modifying learning activities to help students with different abilities?
A. Knowing whether students have met the learning objectives set for the lesson.
B. Designing extension activities for those students who are able to complete the planned activity more quickly than the other students.
C. Preparing alternate versions of the activity for students who work more slowly or whose prerequisite skills are less developed.
D. Thinking about adaptations to the activity for students whose command of the English language or of American school culture is tentative.
Answer: A
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Historically, during the times of the hunter-gatherers:
A. child mortality was not ever a big problem because of ancient medicinal therapies B. child mortality rates were alarmingly high; findings estimated that around half of the children never reached adulthood C. parents spent all of their time caring for their children to try to increase their chances of survival D. extensive lasting oral and written history shows us that parents favored baby girls over baby boys
Which one of the following statements best describes intersubjectivity?
a. Recognizing that one does not, and never can, know everything there is to know about a topic b. The point at which a teacher understands the nature of a child's existing knowledge about a topic c. The point at which a child acquires the same knowledge about a topic that a teacher or other expert has d. A mutual understanding between two people that each one knows what the other one is seeing, thinking, or feeling
Some bacteria in foods are beneficial.
Answer the following statement true (T) or false (F)
Considering whether your initial goals are realistic or require modification relates to which step in P.O.W.E.R Learning?
A. rethink B. evaluate C. prepare D. organize